THE HANDBOOK

Student Teacher Interaction

Jordan Walker-Roberts

EDUC 4202
a1630608

A guide to promoting
a positive learning
environment

Contents
Page No.
Contents Page

Introduction

2-3

Preventative Actions

Theorists:

Maslows Hierarchy of Childrens Needs

Strategies

5-9

Supportive Actions
Theorists:

10
Gordon, Skinner, Piaget and Vygotsky

Strategies

10
11-14

Corrective Actions
Theorists:

15
Dreikurs & Cassell, Farruggio, Gordons
Model of Discipline and Rogers Four Rs

Strategies

15-16
17-21

Conclusion

22

References

23-24

Appendices
Appendix 1

25

Appendix 2

26

Appendix 3

27

Appendix 4

28

Appendix 5

29

Appendix 6

30

Appendix 7

31

Appendix 8

32

Introduction
McInerney and McInerney (2002, pg. 248) argue that high academic achievement and prosocial
behaviour are positively related in schools where a positive learning environment is present, and
where students perceive that their teachers both care for and are committed to them.

A positive learning environment is one that:

Supports quality learning, where students are able to apply knowledge
and solve problems
Promotes trust and safety, both physically and emotionally
Ensures that learning experiences are important, meaningful and goalorientated
Creates interesting, challenging and realistic learning experiences
Incorporates different learning and assessment methods
Values student effort, contribution and involvement
Promotes students to become responsible for their own behaviour
(Killen 2006, pg. 23-24).

This handbook focusses on preventive, supportive and corrective actions that promote a positive
learning environment. The Quality Outcomes, Teaching and Learning Model (see Fig. 1) infers that
the personal, social, emotional and moral world of a child affects their academic world, and thus
needs to be considered in order to maximise learning (Killen 2006, pg. 32-33; Snowman et al. 2009,
pg. 64).

Figure 1: The Quality Outcomes Teaching and Learning (QQTL) model is supported by Snowman et al.s (2009,
pg. 64) belief that the personal, social, emotional and moral world of a child affects their academic world (Killen
2006, pg. 32).

Preventative Actions
Preventative discipline refers to actions that maintain motivation and attention. Charles (2002, p.
236) argues that most misbehaviour can be prevented if you treat students sensitively, provide an
interesting curriculum and use a helpful teaching style. This involves:
Making curriculum lessons and topics enjoyable and worthwhile
Being mindful of students needs (i.e. Maslows hierarchy of childrens needs)
Being considerate, respectful, understanding and helpful towards students and encourage
them to reciprocate
Forming a mutual understanding about appropriate classroom behaviour
Teaching students about good manners, how to use them and how they benefit the
classroom environment
(Charles 2002, pg. 236).

Theorists:

Maslows Hierarchy of Childrens Needs

Charles (2002, pg. 236) argues that preventative discipline involves being mindful of students needs
for security, hope, acceptance, dignity, power, enjoyment and competence. Maslows hierarchy of
childrens needs (1943, Fig. 2), can be implemented in the school-setting in order to conceptualise
the different levels (or types) of childrens needs and how they can be satisfied. Charles (2002, pg.
241) suggests that when students needs are met, they become less inclined to misbehave or
outsmart their teachers.

Figure 2: Maslows hierarchy of needs (Maslow 2012).

Strategies
1. Language
It is important to understand and vary the use of characteristics of language (i.e. eye contact),
direct instruction, whole-class interactive learning, exposition, explanation, questions and
discussion (Cohen, Manion & Morrison 2004, pg. 229-246). Types of language have different
functions and uses within the classroom (i.e. regulative or instructional language).
The ability to swap between language types will allow you to:
Productively engage with the students (i.e. regulative language)
Enable the students to gain the knowledge and skills required (i.e. instructional language)
Enables you to cope with the demands of ordinary living (i.e. everyday language)
Stimulate and deepen student learning (i.e. specialised language)

2. Wait for Silence

Cowley (2006, pg. 36) suggests that silent attention sends a clear message to students that
learning is important and you, as the teacher, will not allow it to be jeopardised. To achieve this,
we can use non-verbal signals such as folding your arms, standing in a strong, powerful hold,
placing your finger on your lips (as to say its time to be quiet), or hand gestures.
An example of waiting for silence (below) to promote a positive learning environment is seen in
Praise and Preparation, where teacher Amy demonstrates putting her finger to her lips whilst
waiting for the class to settle (see Appendix 1).

Figure 3: Amy demonstrates waiting for silent to promote a positive learning environment in her
classroom (SchoolsWorld 2012).

3. Non-Verbal Silence Commands

For example, a whistle or bell can be helpful in training the class to respond quickly to a
command to achieve a positive outcome. This involves repetition, practice and praise until the
students react in the correct way.

4. Phrases
A well-chosen phrase such as, Looking at me and listening please, can also promote a positive
learning environment if used consistently. Cowley (2006, pg. 39) suggests:
Avoid shouting over students
Repeat the phrase several times over
Pausing briefly to gauge the students response

5. The Choice
Cowley (2006, pg. 41) states that children have two choices: do as the teacher asks, or accept
the consequences of refusal to comply. Killen (2006, pg. 26) refers to this element as student
direction. This strategy provides students with a platform to consider and change their negative
behaviour and avoid negative consequences in the future. It places responsibility on the student
for their own actions, which promotes a sense of ownership and their commitment to it (Brady
& Scully 2005, pg. 59).
When Using The Choice in the Classroom:
State the behaviour you require
Make clear the positive benefits or doing as you ask
Make clear the consequences of refusing to comply
Give the student a short time to consider his or her decision
If the student does not comply, apply the sanctions you have specified and revert to
corrective strategies
(Cowley, 2006, pg. 41).

6. Targets and Time Limits

Targets can help harness childrens natural sense of competition, either against peers or against
their own levels of achievement (Cowley 2006, pg. 46). Targets and time limits are effective in
creating a sense of urgency and pace and helping students feel a sense of achievement,
regardless of ability.
When Using Targets and Time Limits:
Make sure they suit the class and the students, for example they cannot be too hard or too
easy
Keep them short and specific, for maximum impact
Use stimulating language to enhance your students motivation levels (for example
competition and challenge)
Make sure that rewards for completing the targets are appealing to the students
(Cowley, 2006, pg. 46-47).

7. Planning and Preparation

Planning routines, classroom arrangement, disciplinary action and guidelines for a positive
learning environment before the school term starts can positively influence effective learning
(McInerney & McInerney 2002, pg. 252). This could involve preparation of lesson starters that
students routinely undertake until the teacher begins the lesson formally (McInerney &
McInerney 2002, pg. 252).
An example of planning and preparation (below) to promote a positive learning environment is
seen in The Need for Structure, where teacher Michelle demonstrates the need to provide
clear instruction and guidelines for tasks to prevent students misinterpreting instructions and
struggling with content (see Appendix 2).

Figure 4: Michelle demonstrates the need for structure, planning and preparation in order to promote a
positive learning environment (SchoolsWorld 2012).
7

8. Routines and an Orderly Classroom

An orderly classroom and routine(s) can influence the flow and positivity of a classroom (Charles
2002, pg. 239). Consider:
Room appearance and arrangement
Neatness, accessibility and storage of materials
Interesting and stimulating displays
Routine structure
Flexibility and improvisation
Taking attendance
Where students are encouraged to create their own rules and routines, a sense of ownership
will be instilled; and when used consistently, a routine can aid student productivity and learning
(McInerney & McInerney 2002, pg. 254).

9. Engagement
Genuine interest in both the content and activity of learning underpins effective engagement in
the classroom (Brady & Scully 2005, pg. 45). To achieve this, teachers must build on existing
knowledge, demonstrate good knowledge of the curriculum, show creativity and flexibility,
establish expectations about learning and acknowledge students hierarchy of needs (i.e.
Maslows hierarchy of needs, Fig. 2) (Brady & Scully 2005, pg. 46-49).
Strategies to Engage Students within the Classroom include:
Surprises (i.e. sing a song, make a controversial statement, appear as a fictitious character)
Review prior learning (i.e. give a class quiz or reflective summary
Scaffolding (i.e. students can interpret new experiences in terms of pre-existing structures
thereby better making sense of it)
Model behaviour (i.e. enrich content by teacher enthusiasm and communication of positive
expectations)
Establish relevance of learning (i.e. use recent real-life events)
Motivational cues (i.e. use rewards in the form of preferred activities that still aid learning)
(Brady and Scully 2005, pg. 54-59).

An example of engagement (below) to promote a positive learning environment is seen in A

Lesson from the Best, where teacher Phillip uses an activity called Argument Tennis to engage
students in literature (see Appendix 3).

Figure 5: Phillip demonstrates the need for engaging activities to connect students to content, such as
Macbeth, in order to promote a positive learning environment (SchoolsWorld 2012).

10. Knowledge of Content

The model (below) suggests that teachers who are proficient in the three processes related to
pedagogical content areas can better create a positive learning environment by shifting the
focus of learning solely onto the students and the world in which they live in (Fig. 3) (Killen 2006,
pg. 41).

Figure 6: The Model of Teacher Knowledge (Killen 2006, pg. 41)

Supportive Actions
Supportive actions refer to minimising management problems through pre-emptive and effective
classroom management (Charles 2002, pg. 236). It is natural for students to, at some stage, become
restive and engage in misbehaviour, thus such actions have a place in our classroom. Charles (2002,
pg. 236-237) states that supportive discipline involves:
Showing interest in the students work, ask cheerful questions and give constructive
feedback
Learning to catch students eyes and send private signals such as head shakes
Using physical proximity
Helping students when they get stuck with hints or suggestions
Setting small learning challenges
Restructuring or changing the activity if students find the work too difficult

Theorists:

Gordon, Skinner, Piaget and Vygotsky

Gordons humanistic approach (1974) and Skinners theory on positive reinforcement, encourage
the creation of warm supportive relationships between teachers and students, where the teacher is
sensitive, accepting and non-critical (McInerney & McInerney 2002, pg. 263). Gordons approach
implies that positive learning environments are achieved through minimal control and authoritative
methods, where the goal is to understand why students behave the way they do. This is closely
supported by Piaget and Vygotsky, whose research place an importance on understanding key
developmental milestones in a childs life, and the role of social and cultural influences on a childs
cognitive development. Piaget and Vygotskys philosophies promote positive learning in the
classroom by accepting the influence of both theories and highlight the need for teachers to observe
their students carefully and match their learning experiences with their cognitive development (see
Appendix 4 for applying Piaget and Vygotskys theory in the classroom) (Krause, Bochner and
Duchesne 2003, pg. 67).

10

Strategies
1. Praise and Supporting Students Progress
Supporting or scaffolding student learning can be achieved through praise and positive
reinforcement at an individual level (i.e. whisper technique) or in front of the whole class,
ensuring that the positive comment is personalised by using their name (Brady & Scully 2005, pg.
60).
Examples of Praise:
Thank you for keeping your hands to yourself [name]
[Name], you are doing a great job at working quietly
Excellent job at taking turns in group discussions [name]
Thank-you for contributing your ideas [name]
[Name], excellent work, its good to see you are staying on task
An example of using praise to promote a positive learning environment is seen in Praise and
Preparation, where teacher Amy demonstrates the power of positive praise and reinforcement,
consistent with Gordons humanistic approach and Skinners theory on positive reinforcement
(see Appendix 1).

2. Cues
Cowley (2006, pg. 40) discusses the use of cues within the classroom, stating that the idea
behind using cues is to cue the children into the behaviour you do want, rather than letting them
behave incorrectly first and then having to use disciplinary action. Examples include smiles,
winks and nods (Charles 2002, pg. 240).

3. Feedback
Glasgow and Hicks (2003, pg. 95) state that feedback is important for students to help them
assess their mastery of course material and their use of thinking and learning strategies, as well
as connecting their efforts and strategies to their academic outcomes. Written and verbal forms
of feedback are most effective.

11

4. Scaffolding
Scaffolding involves providing students with enough help to complete a task and then gradually
decreasing the help as the student becomes able to work independently (Killen 2006, pg. 8).

5. Physical Proximity
Argued to be a supportive and corrective action, teachers can use physical proximity as a
supportive action before the student goes off task. For example, teachers could closely observe
a disruptive student to redirect attention to the learning.

6. Rewards and Positive Consequences

Rewards can vary between:
Smiles, winks and nods
Verbal praise (i.e. how pleased a teacher may be with their students)
Special privileges (i.e. early minute, watching a video or letting students do their
favourite activity)
Calling or sending a complimentary note to their parents
(Charles 2002, pg. 240).
An example of using rewards and positive consequences to promote a positive learning
environment is seen in Girl Talk (below), where teacher Nicola rewards students good
behaviour with her attention. For example, two students ask Nicola, Is that your wedding ring,
Miss?, to which she responds, Ill let you have a look when youve finished your work. This
reward thus acts as a supportive nature to good behaviour (see Appendix 5).

Figure 7: Nicola demonstrates rewards and positive consequences to promote a positive learning
environment for her class (SchoolsWorld 2012).

12

7. Communication with Parents

Relationships between teachers and parents can act as the bridge between home-life and
school-life. Communication between the two can promote and reinforce the continuation of
good behaviour inside and outside the classroom (Killen 2006, pg. 240). It is also argued that
communication with parents can aid the correction of poor behaviour.
Communication Between Teachers and Parents can be Achieved Through:
Phone calls
Emails
Newsletters
Letters
Notes in diaries
Parent-teacher interviews

8. Characteristics of Teachers
Killen (2006, pg. 34) argues that teachers who most effective at using pedagogical practices to
promote a positive learning environment are:
Knowledgeable
Enthusiastic
Confident
Effective at communicating
Committed
Compassionate
Curious
Patient
Persistent
Willing to share and collaborate
Resourceful and inventive
Well-organised
Optimistic
Ethical
These qualities are believed to positively impact classroom motivation, achievement and
engagement.

13

9. Role Play
Eby, Herrell & Jordan (2006, pg. 220) argues that role play can be used to help students explore
and understand the whole range of human feelings that surround any issue, and has many
applications in the cognitive and affective goals of the curriculum. This strategy can used to
resolve dilemmas within the classroom, promote the learning of new behaviours and social
skills and help students discover more productive and responsible ways of behaving.
An example of using role play to promote a positive learning environment is seen in
Underachieving Boys: The Plays The Thing (see below), where teacher Abigail incorporates
role play into an English class to connect the students to the characters and literature (see
Appendix 6).

Figure 8: Abigail demonstrates role play into an English class to promote engagement, self-esteem
and confidence, thus encouraging a positive learning environment for her class (SchoolsWorld 2012).

10. Class Meetings and Peacemaking Groups

McInerney and McInerney (2002, pg. 250) propose that regular class meetings encourage
students to take responsibility for their academic achievement through minimising poor
behavioural choices and stimulating the expression of feelings and emotions.
As suggested by Eby, Herrell & Jordan (2006, pg. 233), peacemaking groups can be formed to
teach students how to resolve conflicts, handle anger, and avoid violence. Through this method
students learn to recognise that conflict is inevitable, however we can control whether we deal
with that conflict in a constructive (positive) or destructive (negative) way. This method involves
cooperative group experiences and simulations (Eby, Herrell & Jordan 2006, pg. 233).

14

Corrective Actions
Corrective actions refer to responding to common and chronic misbehaviour problems when they
arise (Charles 2002, pg. 237). Through approaching misbehaving students in a well-thought-out and
sensitive manner, poor behaviour can be easily corrected. Corrective discipline involves:
Intervening positively when class agreements are broken
Speaking to disruptive students in a calm and respectful manner without lecturing or
threatening them
Establishing discipline standards and the corrective measures that will be taken for
inappropriate behaviour
Remaining positive and cooperative with classroom rules and expectations
Being consistent with discipline, corrective measures, and classroom rules and expectations
A teachers individual corrective action plan should take into account their own personal needs, the
students needs as well as the educational goals of teaching.
The more strategies that you have at your disposal to achieve control, the more confident you
will feel. When things are going wrong, you will try one approach after another, until you find
something that works for you.
(Cowley, 2006, pg. 36).

Theorist:

Dreikurs and Cassel, Farruggio, Gordons Model of Discipline and

Rogers Four Rs

Dreikurs and Cassel (1995) argue that consequences to poor behaviour should be logical and should
relate as closely to the behaviour as possible so that students can connect meaning to their decisionmaking. McInerney and McInerney (2002, pg. 256) theorise that following this method teaches
students to foresee the outcome of their behaviour and develop ownership of it. For reoccurring
problem behaviour, fellow theorist In McInerney and McInerney (2002), Farruggio (2002) suggests
that teachers may need to investigate why the behaviour is occurring rather than enforce the
corrective actions, for example if there is a problem occurring at home. Farruggio (2002) states, To
a good teacher, punishment must serve the broader purpose of helping [students] develop maturity
and responsibility (McInerney and McInerney 2002). Gordons model of discipline expands on this,
suggesting that a teachers role in corrective actions should be to critically listen which helps to
understand the real message underlying the behaviour (McInerney & McInerney 2002, pg. 263). In
addition, Rogers (1998) believes that the four Rs should underpin any school or classroom discipline
policy (see. Fig. 4). Verbal and non-verbal strategies can be employed to achieve this within the
classroom.

15

Figure 4: Rogers (1998) proposed policy framework for rights, rules, responsibilities and relationships.

16

Strategies
1. Non-Verbal Intervention and Teacher Presence
Jones (1987) encourages the use of body language, presence and direct eye-contact to help
students behave responsibly and to focus on their own learning, emphasising non-verbal
discipline (Olsen & Cooper 2001, pg. 44).
Using Body Language as a Corrective Action in the Classroom
Eye contact (sweep the room continually and engage the eyes of individual students)
Physical proximity
Body carriage (hold yourself upright and move assertively)
Facial expressions (very slight shakes of the head, frowns, tight lips and flashing eyes used
instead of verbalisation)
Gestures (palm forward to symbolise stop and finger to lips to symbolise quiet)
Waiting for silence
Planned ignoring
(Olsen & Cooper 2001, pg. 44).

2. Verbal Intervention
Although non-verbal interventions are ideal, verbal interventions are also successful in
correcting poor behaviour (Levin & Nolan 2005, pg. 31). Fig. 5 displays a suggested hierarchy of
verbal interventions that teachers can use as a range of options to consider, and that the
teacher should begin with the intervention at the point on the hierarchy that is likely to correct
the misbehaviour and still allow the student as much control and responsibility as possible (Levin
and Nolan 2005, pg. 33-34).
Using Language as a Corrective Action in the Classroom
Acknowledge correct behaviour at individual and group level (i.e. Excellent work, John!)
Reinforce task instruction
Keep interventions brief and private, and avoid lecturing
Speak to the situation, not the person (i.e. use Interrupting is rude, rather than You
interrupted me, you are rude)
Avoid sarcasm or other demeaning behaviours
(Levin & Nolan 2005, pg. 31-32; Olsen & Cooper 2001, pg. 44).

17

Hints

(Student-Centred)
(Less Confrontational)
(Less Disruption)

Adjacent (Peer) Reinforcement

Calling on Student/Name-Dropping
Humour
Questions
Questioning Awareness of Effect
Requests/Demands
I Message
Direct Appeal
Positive Phrasing
Are Not Fors
Reminder of Rules
Glassers Triplets
Explicit Redirection
Canters Broken Record

(More Disruption)
(More Confrontation)
(Teacher-Centred)

Figure 9: Hierarchy of classroom verbal intervention techniques (Levin & Nolan 2005, pg. 33).

An example of using verbal interventions to promote a positive learning environment is seen in

Manage that Class (below), where teacher Jenny demonstrates using proximity, calling on student
names and repetitive language to redirect disruptive behaviour (see Appendix 7).

Figure 10: Jenny demonstrates verbal intervention strategies to redirect poor behaviour choices, in
order to promote a positive learning environment (SchoolsWorld 2012).

18

3. Rules and Consequences

Teachers should present and discuss rules, procedures and consequences along with the
reasons for each of these in terms of establishing a positive learning environment (McInerney &
McInerney 2002, pg. 254). Teachers are responsible for encouraging good behavioural choices,
whilst also enforcing those rules and consequences in a fair and productive manner (Charles
2002, pg. 238).

4. Separating Students
If students are encouraging others to participate in poor behaviour students, teachers can
separate those students until they have calmed down. This encourages students to re-direct
their poor behaviour into good behaviour, as well as removing the stimulus that may have been
encouraging it.

5. Whisper Technique
Although the whisper technique can be a supportive action, it can also be used effectively to
correct poor behaviour. It can be used to address off-task, disruptive behaviour, particularly in
situations where students are mature enough to quickly recorrect what they are doing wrong, or
where the teacher does not want to publically address the misbehaviours to avoid escalating the
issue.
An example of using the whisper technique to promote a positive learning environment is seen
in Attention Seekers (below), where teacher Jane demonstrates using whisper voices and
close teaching distances to correct off-task behaviour in a way that does not draw attention
away from teaching the whole class (see Appendix 8).

19

Figure 11: Jane demonstrates the whisper technique to redirect poor behaviour choices, in order to
promote a positive learning environment (SchoolsWorld 2012).

6. Modifying the Lesson or Activity

If the activity or lesson seems to be causing difficulty, we can change the activity or the pace of
the activity (Levin and Nolan 2005, pg. 25). If off-task behaviour occurs (i.e. yawning, staring out
of the window, becoming agitated), teachers can restructure the situation and involve activities
that require student participation.

7. Individual Accountability
Keeping students individually accountable for their involvement in learning can help students
gain maturity and responsibility for their actions in life. Methods to encourage this include
asking direct questions or having students record reflections in a diary (McInerney &
McInerney 2002, pg. 261). This can regain the students attention after poor behaviour in a way
that does not publically embarrass the student or escalate into a retaliation.

8. Interest Boosting of a Student who Demonstrates Off-Task Behaviour

To correct off-task behaviour, we can use this strategy by boosting the interest of the student by
walking over to them and asking how their work is going or checking their answers (Levin &
Nolan 2005, pg. 25).

20

9. Redirecting Off-Task Behaviour Students

For students that are engaging in off-task activities or acting disruptively, teachers can redirect
them to their learning by asking them a question about their learning or giving them an
additional task (i.e. reading something aloud in class or handing out a worksheet) (Levin &
Nolan 2005, pg. 25). If using this strategy and the student answers the question correctly, give
positive feedback. However, if they answer it incorrectly, reformulate the question or ask
another student.

10. Time-Out and Detention

When other interventions fail, teachers may be forced to use time-out, detention, punishment
such as picking up rubbish, loss of privileges, visits to the principals office or phone-calls to
parents (Porter 2000, pg. 177). These interventions are avoided by focussing on student-centred
interventions (see Fig. 9). However, teachers should be prepared to use such punishment
options were appropriate.

21

Conclusion

Teachers should strive to redirect misbehaviour in a positive and helpful manner, promote trusting
relationships between students and teachers, and guide students to become responsible and selfcontrolled (Charles, 2002). By dividing behavioural management strategies into preventative,
supportive and corrective actions, new teachers can grasp the most effective methods that
specifically target preventing poor choices, those that support student growth in responsible
decision making and those that correct poor behaviour whilst least disrupting the learning of the
whole-class. The strategies discussed in this handbook, together with the theoretical backgrounds
that underpin child development, can facilitate a positive learning environment through scaffolding
skills in problem solving, communication, relationships and interaction, and helping students
construct their own understanding of the world (Charles, 2002).

22

References
Maslow, A 2012, Maslows Hierarchy of Needs, <http://www.abrahammaslow.com/m_motivation/Hierarchy_of_Needs.asp> accessed 27 April 2015.
Brady, L, & Scully, A 2005, Engagement: inclusive classroom management, Pearson Education
Australia, NSW.
Charles, C M 2002, Building classroom discipline, 7th Edn, Pearson Education Inc, New Jersey.
Cohen, L, Manion, L & Morrison, K 2004, A guide to teaching practice, 5th Edn, Taylor and Francis,
London and New York.
Cowley, S 2006, Getting the buggers to behave, Continuum International Publishing Group.
Dreikurs, R & Cassel, P 1995, Discipline without tears, 2nd Edn, New York.
Eby, J, Herrell, A & Jordan, M 2006, Teaching in K-12 schools: a reflective action approach, 4th Edn,
Pearson Education.
Glasgow, N A & Hicks C D 2003, What successful teachers do: research-based classroom strategies
for new and veteran teachers, Corwin Press, California.
Killen, R 2006, Effective teaching strategies: lessons from research and practice, 4th Edn, Thomson.
Krause, K, Bochner, A & Duchesne, S 2003, Educational psychology for learning and teaching,
Thomson
Levin, J & Nolan, J 2005, What every teacher should know about classroom management, Pearson
Education Inc, New Jersey.
McInenery, DM, & McInerney, V 2002, Educational psychology: constructing learning, 4th Edn,
Pearson Education Australia, NSW.
Olsen, P & Cooper, J 2001, Dealing with disruptive students in the classroom, Taylor & Francis Ltd.,
UK.
Porter, L (2000), Student behaviour: theory and practice for teachers, Allen & Unwin, New South
Wales.
Rogers, B 1995, Behaviour management: a whole-school approach, Ashton Scholastic.
Snowman, J, Dobozy, E, Scevak, J, Bryer, F, Bartlett, B & Biehler, R 2009, Psychology applied to
teaching, John Wiley & Sons Australia, Ltd.

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Schools World Case Study Videos

SchoolsWorld 2012, Praise and Preparation, Teaching with Bayley,
<http://www.schoolsworld.tv/node/263>, accessed 21 April 2015.
SchoolsWorld 2012, The Need For Structure, Teaching with Bayley,
<http://www.schoolsworld.tv/node/272>, accessed 21 April 201
SchoolsWorld 2012, A Lesson From The Best, Teaching with Bayley,
<http://www.schoolsworld.tv/node/263>, accessed 21 April 2015.
SchoolsWorld 2012, Girl Talk, Teaching with Bayley,
<http://www.schoolsworld.tv/node/126>, accessed 21 April 2015.
SchoolWorld 2012, Underachieving Boys: The Plays The Thing, Teaching with Bayley,
<http://www.schoolsworld.tv/node/900>, accessed 21 April 2015.
SchoolsWorld 2012, Manage That Class, Teaching with Bayley,
<http://www.schoolsworld.tv/node/1752>, accessed 21 April 2015.
SchoolsWorld 2012, Attention Seekers, Teaching with Bayley,
<http://www.schoolsworld.tv/node/1044>, accessed 21 April 2015.

24

Appendix 1: Praise And Preparation

Preventative Action: Waiting for Silence

Amys pedagogical techniques include:

Non-verbal body language
Finger to lips to indicate that its time to be silent
Waiting patiently for students to follow instruction
Not speaking until students are quiet

Supportive Action: Praise

Amys pedagogical techniques include:

Constant praise
Positive reinforcement
Positive psychology
Reward systems (i.e. gold stars)
Create a safe and supportive learning environment

25

Appendix 2: The Need For Structure

Preventative Action: Planning and Preparation

Teacher Michelle struggles to plan and prepare what she would like the students to achieve
Multiple students question the activity, suggesting that they are confused about what they
have to do
She improves on this by providing clear instructions and guidelines for what is expected to
be completed during the lesson
Outcome: using specific aims and objectives during the lesson can prevent students from
struggling with or questioning the task

26

Appendix 3: A Lesson From The Best

Preventative Action: Engagement

Teacher Phillip uses Argument Tennis to engage students with the story of Macbeth. Phillip
successfully engages year nine boys with the literature by:
Creating a debating-style setting
Engaging the students with the content
Dividing the students into two groups and selects a spokesperson to argue their case
Encourages participation
Encourages praise from within the groups (peer to peer support)
Using creativity to teach content that may be perceived as dull

27

Appendix 4: Applying Piaget and Vygotsky In The Classroom

Applying Piagets Theory in the Classroom:

Listen to children and observe what they do
Take into account the critical factors that influence childrens cognitive development
Ensure that children maintain equilibrium or cognitive balance between new experiences and
what is already known
Challenge childrens thinking and provide opportunities for them to link unfamiliar and
existing knowledge
Ensure that the information given to children is close enough to their current level of
understanding
(Krause, Bochner and Duchesne 2003, pg. 59).

Applying Vygotskys Theory in the Classroom:

In assessments, take into account what students can achieve independently as well as what
they can do with assistance or social support (i.e. dynamic assessment, notion of readiness)
Focus instruction not on what children can already do independently, but on tasks that are
within the developmental range that children can achieve with some assistance or a more
advanced partner
Recognise that Vygotskys approach potentially assists all learners, but is possible more
appropriate for children experiencing problems resulting from learning or intellectual
difficulties
Take advantage of existing strengths
Structure tasks by breaking them into manageable parts
(Krause, Bochner and Duchesne 2003, pg. 66).

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Appendix 5: Girl Talk

Supportive Action: Rewards and Consequences

In this video, two students are continually seeking reassurance and attention from the teacher to
complete their work. The teacher is well aware that they are capable to complete the task on their
own. In response to this, she decides to give a reward or incentive to achieve the desired behaviour.
Nicola decides to:
Reward good behaviour with her attention
Uses a hot and cold notion to show the students when they are doing the correct or
incorrect behaviour
Uses rewards that the students are initiating, for example with wedding photographs and
looking at Nicolas wedding ring
Uses such rewards as positive reinforcers for correct and desired behaviour

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Appendix 6: Underachieving Boys The Plays The Thing

Supportive Action: Role Play

Teacher Abigail incorporates role play into her English class to engage students with the text.
Techniques include:
Using drama to engage students with the text
Allocating characters to students, which they act and read out in class
Promoting confidence and self-esteem by encouraging performance skills
Satisfying students needs for attention (i.e. fulfilling Maslows hierarchy of childrens needs)
Supporting self-expression through the use of role play

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Appendix 7: Manage That Class

Corrective Action: Verbal Interventions

Teacher Jenny uses the following pedagogical techniques:

Proximity
Time limits for tasks
Repetitive language
Reinforcement of task instruction
Individual names to acknowledge disruptive behaviour
Choice (i.e. when one student is being particularly disruptive, Jenny states, Volcan, your
phone is either with me or in your pocket, which promotes self-regulation of behaviour
and places the responsibility for decision making into the students hands)
Waiting for silence

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Appendix 8: Attention Seekers

Corrective Action: Whisper Technique

Teacher Jane uses close teaching distances and whisper voices to re-direct a student who is not
paying attention. By doing this, the poor behaviour is corrected and the attention is not drawn away
from teaching the whole class. The whisper technique is effective in situations where the task has
been set, where students are engaging in off-task behaviour.

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